Blog

In this blog, we uncover patterns in knowledge production on refugee education, examining the role of colonial legacies and how they manifest in the type of knowledge produced — and how the knowledge is produced. Are we merely bystanders reporting selected segments of the picture and fitting it into our academic papers while overlooking the fuller picture of colonialism and genocide? 

We are excited to launch a new Orientation Pack to support the rollout of the INEE Minimum Standards, 2024 Edition. This orientation pack - currently available in English, with translations forthcoming - aims to support trained facilitators in organizing and delivering introductory sessions on the INEE Minimum Standards (INEE MS) to a variety of audiences, including those with no prior experience with the INEE MS.

INEE is calling for members of a new Evidence Platform Reference Group. Expressions of interest should be submitted by 18 December 2024.

We are pleased to announce that Dr. Faiza A. Hassan has been selected as the new INEE Director! Dr. Hassan will officially start in this role in January 2025.

We are delighted to share the Early Childhood Development in Emergencies Programming Guidance Note and Resources Library! These resources support local-level implementers, service providers, and humanitarian workers in planning, designing, implementing, and evaluating quality, multi-sectoral, inclusive ECDiE interventions.

In line with this year’s World Mental Health Day theme, INEE is reflecting on how we can prioritize and support the wellbeing and mental health of EiE practitioners.

In Sudan's crisis, UNICEF's Safe Learning Spaces, or "Makanna," provides sanctuary for children, offering education, mental health support, and essential services. These spaces prioritize safety, stability, and emotional healing, allowing children to learn and recover from traumatic experiences. Through initiatives like e-Makanna, children like Yumma find hope and resilience, highlighting education's crucial role even amidst conflict.

If you have ever worked on a girls’ education programme, there is undoubtedly one question that you will have heard – be it from Ministry of Education (MoE) actors, teachers, parents, students, researchers, donors, even your own colleagues – which is, ‘what about the boys?’ The aim of this blog is not to bemoan this question, nor the debate and impasse that often results. Rather, I aim to reflect on the process and assumptions that often lead to this impasse.

In February 2024, INEE formally joined the Education Research in Conflict and Protracted Crisis (ERICC) programme as the lead on strengthening evidence dissemination and uptake for ERICC and the wider ecosystem. This blog reintroduces the vision and foundations of the ERICC programme and reflects on INEE’s new role within the partnership.

INEE is launching Collective Impact through Collective Action: INEE Strategic Framework 2024-2030, a new strategic framework by members, for members. As the product of an extensive, member-centric review and co-creation process, it articulates both what INEE members will achieve by 2030 and how they will do so collectively.